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V 







EQUIPMENT FOR TEACHING HOME MAKING 
IN TEXAS HIGH SCHOOLS 



ANNIE WEBB BLANTON 

Superintendent of Public Instruction 



JESSIE W. HARRIS 
LILLIAN PEEK 

Directors of Home Economics Education 




BULLETIN 140 JANUARY. 1922 



STATE BOARD FOR VOCATIONAL EDUCATION 

AUSTIN. TEXAS 



EQUIPMENT FOR TEACHING HOME MAKING 
IN TEXAS HIGH SCHOOLS 



ANNIE WEBB BLANTON 

Superintendent of Public Instruction 

JESSIE W^^HARRIS 
LILLIAN PEEK 

Directors of Home Economics Education 




BULLETIN 140 JANUARY, 1922 



STATE BOARD FOR VOCATIONAL EDUCATION 

AUSTIN. TEXAS 



austin, texas 

Von Boeckmann- Jones Co., Printers 

1922 



A170-12-21-5M L 



LIBRArtY OF CONGRESS 

MARiai922 



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V 



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PREFACE. 



The author of this bulletin has for several years compiled helps for 
high schools that were equipping or improving their equipment for home 
making instruction. This material was assembled into bulletin form 
during the 1921 summer session of Columbia University, with the ad- 
vice and help of Miss Anna M. Cooley. 

Suggestions and helps for this bulletin have been offered from such 
numerous sources that it is imp'ossible to acknowledge them separately. 
Suffice it to say that the author is grateful to all who knowingly or 
unknowingly have contributed ideas on home economics equipment. 

The Federal Board for Vocatio.nal .Education has been especially 
generous in permitting the use of parts of ' the text and severaL illus- 
trations from their bulletin on Plant and Equipment for Vocational 
Classes in Home Economics. 



TABLE OF CONTENTS. 



Introduction ^ 

The Group of Eooms. 

I. The present situation in Texas 10 

II. Location of the home making department 10 

III. Number of rooms H 

IV. Size of rooms 1^ 

V. Floor plans 13 

1. General consideration 13 

2. Types of floor plans 14 

3. Advantages of the "bungalow" plan 14 

4. School building floor plans 15 

5. "Bungalow" floor plans 32 

Individual Eooms. 

I. The food laboratory 30 

1. Desk arrangement 30 

2. Desk design 31 

3. Table tops 31 

4. Stoves 32 

5. Sinks 33 

6. Utensils and other furnishings 34 

7. Eequirements of State Department of Education 35 

8. Built-in furniture 39 

II. Equipment for meal service 38 

1. The room and its furnishings 38 

III. The clothing laboratory 53 

1. General conditions 53 

2. Tables 53 

3. Chairs 53 

4. Machines 54 

5. Pressing facilities 54 

6. Mirror " 54 

7. Cases 54 

8. Chemistry table 55 

9. Eequirements of the State Department of Education . . 55 

IV. The home nursing and child care laboratory 60 

Eequirements of State Department of Education 60 

Vocational schools and equipment requirements 62 

Quotations from bulletin of Federal Board for Vocational Education 64 

Addresses. 

I. Furniture 66 

II. Utensils and hardware 67 

IIL Sinks 67 

IV, Clothing equipment 67 

V. Electric equipment 68 

VI. Water heaters 68 

The Item of Cost in Food Study 69 

Bibliography s 70 



LIST OF ILLUSTKATIONS. 



Floor Plans for Home Making Departments in the High School Build- 
ing — figures (1-9) — 

End of building— figures 1, 2, 3 16, 17 

Corner of building — figure 4 17 

One side of H shaped building — figure 5 18 

Separate sides of a hall — figures 6,7 18, 19 

One side of a hall — figure 8 20 

One large room — figure 9 20 

New York City's plan — figure 10 21 

Bungalow Plans for Home Making Departments of High Schools — 

figures 11, 12, 13, 14, 15, 16, 17 23, 24, 25, 26, 27, 28, 29 

The Food Laboratory: 

Unit desk arrangement — figure 18 40 

Modification of unit desk arrangement — figure 19 40 

Details of unit desk arrangement — figure 20 41 

Unit kitchen laboratory — figures 21, 22 42, 43 

Details of unit kitchen laboratory — figure 23 44, 45, 46 

Combination of unit desk and unit kitchen — figure 24 48 

Desk design for unit desk — figure 25 48 

Other desk designs — figures 26, 27 49 

Sink for unit desk arrangement — figure 28 50 

Apron lockers — figures 29, 30 51 

Food laboratory cupboards — figures 31, 32 52 

Perspective of unit kitchen laboratory — figure 33 47 

The Clothing Laboratory : 

Floor plan and furniture layout — figure 34 56 

Sewing tables — figure 35 56 

Ironing boards — figure 36 57 

Clothing lockers— figures 37, 38 57, 58 

Wardrobe — figure 39 58 

Storage case — figure 40 59 



EQUIPMENT FOR TEACHING HOME MAKING 
IN TEXAS HIGH SCHOOLS 



BY 



JESSIE W. HARRIS, 

State Director Home Economics Education. 



INTRODUCTION 

How sliall we equip our high school building for teaching home 
making? Does our equipment for teaching home making meet the 
approval of the State Department of Education? Such questions have 
come to the desk of the State Supervisor of Home Economics fre- 
quently the past year. This bulletin is offered in answer to such ques- 
tions with the hope that it will be of some help to the following per- 
sons: architects of Texas school buildings, Texas school boards and 
superintendents, and teachers and teacher-training classes in Texas. 

There is a broad gap often between what is desirable and what is 
within the reach of the schools. This bulletin does not propose to set 
up ideals in home making equipment, but it is intended as practical 
suggestions for Texas schools, taking into account present school build- 
ings and school building conditions in the State. 

Prom one standpoint the present is an inopportune time to discuss 
equipment for home making because such equipment should be deter- 
mined by the home making instruction to be offered by the school. At 
present the course of instruction is broadening to include a wider range 
of home making activities, but one cannot say with finality of what the 
course should consist. Certainly we do not all agree as yet on what 
constitutes a course in home making. This is due to the changing 
character and wide variety of home making activities. A few years 
ago one might have stated, with no small degree of satisfaction, just 
what the home making equipment of a high school should be — pro- 
vision for cooking and sewing. Now we are sure that the home making 
course must contain other units such as child care, art applied to the 
home, personal hygiene and home care of the sick, and others. 

Perhaps from this point of view it would be better to omit any dis- 
cussion of home making equipment for ten years or more, until the 
units to be taught are more definitely determined and a more definite 
basis thereby afforded for evaluating equipment requirements. Before 
such a time arrives (if ever) many school buildings will be built in 
Texas, thereby increasing the number of home making departments in 
the high schools of Texas. At present most of the equipment in Texas 
high schools admits improvement. By this is not meant more ex- 
pensive equipment, but equipment better adapted to the instruction 
being given. The suggestions offered in this bulletin may be far from 
ideal, but they are a decided improvement over what now constitutes 
home making equipment in the Texas high schools. It is hoped that 
the suggestions will prove practical for new high school buildings, for 
a department of home making separately housed, and for remodeling 
old rooms. 

The State Department of Education Avill be glad to give more spe- 
cific suggestions upon request. 

Superintendents and school boards are invited to send blue prints of 
their proposed home making departments for suggesiions and help. 



—10— 

THE GEOUP OF EOOMS 
I. The Present Situation in Texas 

It is a wonder that we in Texas have been contented as long as we 
have with our present type of equipment for home making instruction 
in our schools. Almost without exception, it is bad. For one reason 
or another, basement rooms are used, floors are concrete, floor space is 
poorly jilaniied, little thought or effort has been expended to make the 
equipment for home making at school as efficient as good equipment 
for home making in the homes of the community. It is generally a 
room or rooms like any other classroom, with no closets or storerooms 
and with desks as nearly like school desks and as unlike home equip- 
ment as it is possible to make them. This very unlikeness of home 
equipment and school equipment is undoubtedly one reason why the 
home economics work in our high schools has not insured independent 
home workers. What could be more perplexing to the girl trained in 
the laboratory, not uncommon, with small desks containing a cupboard 
too small to hold even a dishpan ; a hot plate and a tiny portable oven 
of no practical use; toy sized utensils; and supplies proportioned in 
quantities, as, ^ egg, ^ teaspoon baking powder, 3/16 cup flour, etc., 
than the family kitchen with its conveniences or inconveniences, its 
large utensils, real stove (perhaps even a different fuel), and family 
quantities of foods, to say nothing of the fact that a whole meal is to 
be prepared at the same time by one person. 

The pages that follow make suggestions for modifying the formal 
laboratory equipment so that the school equipment in its essentials is 
more like home equipment — furthermore, an increase in the usual floor 
space is asked in order to more nearly include in the school program 
all home activities. 

What the Texas course of study will contain in five years no one can 
say. This year it will contain largely courses similar to those out- 
lined in Bulletin 114, which is the basis for accredited work in home 
economics. No restraint is placed upon the school that progresses be- 
yond this syllabus, but no school can afford to fall short of it. There 
are units outlined in meal planning, cookery and table service; textiles 
and clothing; applied design; physiology, sanitation, and personal hy- 
giene; home nursing; household management; dietetics. If equipment 
is provided for these courses it will permit elasticity in the course of 
study. For example, a unit in child care, which should be included, 
would not require a new laboratory. 

II. Location of the Home Making Department 

The home making department must be above the ground. Whether 
it is on the top floor or an intermediate floor is of small importance, 
compared with the fact that it must not be in the basement or sub- 
story. Good light and good ventilation are essential. The floor of 
the home making instruction rooms should be above the ground level. 
Some architects have a way of assuring school boards that a basement 
is not a basement but a sub-story, a tirst floor, or some other camou- 
flage name. Call it what you will, a basement has the following objec- 
tions for home making laboratories: 



—11— 

1. The lighting is inadequate. In many basement laboratories on 
cloudy days artificial light is resorted to in the home making labora- 
tories when no other classroom needs it. It is impossible to light 
storerooms. 

2. Except in expensively constructed buildings, the rooms are damp. 
In Texas, at the prices paid for school buildings, dry basements in 
rainy weather are a myth. 

3. Ventilation is inadequate, especially in the kitchen. 

4. It is extremely difficuU to keep basement rooms free from insects 
and mice. 

5. The value of the subject is typified to the child by the dignity 
of its equipment and the desirability of its location. 

6. Basements are usually inferior to the rest of the building. 

7. Texas basements are often poorly kept. 

8. Toilets are usually located in the basement. It is not desirable 
to have the home making laboratories near the toilets. 

9. All teachers of home making, both in Texas and in other states, 
are agreed that the basement is not the place for home making labora- 
tories. 

10. The most important reason is that American standards of home 
making cannot be set and maintained in basement rooms. No one 
would entertain a suggestion that the kitchen, dining room, and sew- 
ing room of a residence be placed in an excavation, even though assured 
that it would be dry, that the windows would be full length, that the 
cost would be less, that it would be convenient for trades people de- 
livering groceries (arguments given for basement laboratories). 

11. Basement rooms are essentially dirty and hard to keep clean. 
When it is a little windy, the windows cannot be opened because the 
dust and dirt will be whipped against the building and into the ground 
floor rooms. After every rain the windows will need washing. 

12. Cooking odors from the kitchen will permeate the entire buiUl- 
ing if the kitchen is in the basement. 

Note. — It is interesting to note that in the East ■ and North where 
basements have been the rule, many progressive school architects who' 
liave really studied the problem, have concluded that the basement is 
waste space and therefore costly. They are solving the trouble by 
putting the heating unit outside the building in a small structure, 
building the first floor on ground level and devoting it principally to 
the school auditorium or gymnasiiim. 

ill. NUMBEI; OF EOOMS 

It would seem better to describe the number of equipment units 
necessary, rather than the number of rooms, for the number of rooms 
may vary from one large room with all instructional units in one room, 
to a separate room for each unit. The number of rooms, therefore, 
depends on tlic local situation to a large extent. The puq^ose herein 
is to help the majority of the schools of Texas. This would assume a 
minimum of one teacher and a maximum of two teachers, devoting full 
time to home making teaching: classes of 16 to 20 girls; periods of 90 
minutes five times per week. 



—12— 

It should be our purpose to have only those rooms that are necessary 
and will be put to good use. A house that combines all the essentials 
of a good house with the school laboratories is ideal in some respects, 
but at present is impracticable in most Texas schools. All departments 
are crowded, school bonds are diiTicult to sell, and it seems very selfish 
to demand for home making instruction all of the space and equip- 
ment which is desirable, especially since much of the equipment is in 
use for a limited period of time each year. 

The number of rooms devoted to home making in different schools 
varies as much as does the number of rooms in a residence. Some 
schools have a house, others have the main features of a house included 
in an apartment in the school building. The average Texas high school 
devotes tliree rooms to home making work : a food laboratory, a cloth- 
ing hiboratory, and a small room for a dining room. It seems advis- 
able to increase the iloor space allotted to tins department in order to 
add a storeroom to each laboratory, a bedroom for instruction in home 
nursing and in child care, and a toilet room or bathroom. 

IV. Size of Rooms 

For purposes of simplicity in this bulletin, it is assumed that the 
rooms are to accommodate classes of sixteen students. If twenty stu- 
dents are to be accommodated, the space nmst be correspondingly in- 
creased (24'x;36' approximate size). More than twenty students in a 
class connot be effectively handled by one teacher. 

Food Laboratory and Storeroom 

For the food laboratory' a space 24'x30' is desirable. 

For the storeroom a minimum space of 6'x8' should be allowed. 
More is desirable. All storage space will not be in the storeroom. It 
is convenient and desirable to have cases and lockers in the food labora- 
tory (see detailed floor plan of food laboratory). 

Dining Room 
A family sized dining room is desirable — 14'x]6' is an average size. 

Clothing Laboratory and Storeroom 

For the clothing laboratory the same amount of ^ space is needed for 
the same number of students that is needed for a food laboratory, 
24'x30'. A storeroom approximately 6'xlO' is recommended. 

TTonie Nursing and Child Care Laboratory 

A room the size of a home bedroom is usable here. This is a size 
varA'ing from 12'xl4' to 16'xl8'; bathroom 6'xlO'. 

An architect in planning any school building adopts a certain sized 
room which he calls an average classroom. The usual sizes are 28'x36', 
24'x36', or 20'x30'. In general, it may be said that the home making 
deparfmcnt should have allotted to it the floor space of three class- 
rooms. This floor space may be divided in various ways. 



—13— 

V. Floor Plans 

1. General Considerations in Arranging Rooms for Home Making 

Instruction 

The first floor is convenient for delivery of supplies and removal of 
waste. 

The top floor location of laboratories will avoid the distribution of 
odors from food through the rest of the building. 

If the laboratories are placed on the top floor a dumb waiter may 
be provided. 

By all means, provision should be made for the use, in the food lab- 
oratory, of the prevailing fuel of the community. In Texas this means 
a flue for coal, wood, or natural gas stoves. 

It is desirable for the food laboratory to have windows on two sides 
to permit cross ventilation. 

It is recommended that the glass area for laboratories be not less 
than one-fourth the floor area, and that windows extend to within six 
inches of the ceiling. 

Electric service outlets should be planned for motors for sewing 
machines, ice cream freezers, and electric irons, also for demonstration 
of dishwashing machines, washing machines, vacuum cleaners, and 
other electric equipment. 

All kitchen and serving space must be screened with full length 
screens. It is desirable to screen the entire department in order to 
permit free passage between the rooms. A further reason for screeniag 
the entire department is, that at night if the rooms are used for evening 
school classes, it will obviate the nuisance of bugs attracted by the lights. 

Adequate and accessible artificial light should be provided in order 
to make the rooms usable for evening schools or school activities at 
night. 

The wall finish in all rooms should be determined by the use and 
location of the rooms. It must be easily cleaned and it should be 
light colored. 

Floors should be wooden, finished with three coats of good floor 
varnish. Hardwood is preferable. Never oil the floors of the home 
making laboratories. Texas is unfortunate in having concrete floors 
in many home making laboratories; a direct result of the idea that the 
basement is the place for home making laboratories. The concrete floor 
has nothing to recommend it, and has as much to condemn it as has 
the basement room. All schools having concrete floors for any room 
in the home making suite should put down wooden flooring. The least 
that can be done is to cover the floor with battleship linoleum. Concrete 
floors are not acceptable to the State Department of Education for 
home making laboratories. 

Much built-in furniture should be planned as a means for con- 
venience, economy of floor space, simplicity, and sanitation. 

The home making department should be adjacent to the school luiu^h 
room if possible. At least it should communicate by -means of dumb' 
waiters. 

Hot and cold water should be furnished, especially to the food 
laboratory. 



Toilets should not be adjacent to the home making laboratories, or 
the lunch room. 

Adequate blackboard and bulletin board space should be provided 
for all laboratories. 

All cupboards, rooms, and storerooms must be mouse proof. 

A clock in each laboratory is a convenience. 

2. Types of Floor Plans 

Two types of floor plans are given. One shows arrangement of 
rooms within the high school building; the other shows room arrange- 
ments where a separate structure is provided for home making instruc- 
tion. The separate building is preferable from most standpoints in 
Texas. Most of our school buildings are too small. The result is 
that either inadequate or undesirable (basement) floor space is as- 
signed for the home making department. The only way for many of 
our Texas schools to have first class home making departments is to 
desert the basement and build a cottage or bungalow. With sunshine, 
space, and air so plentiful, Texas does not need to teacli her girls home 
making in basements. 

3. Advantages of the "Bungalow" Plan 

The architect finds difficulty in preserving a good architectural ex- 
terior if he provides adequately lighted and properly related all of 
the laboratories and storerooms needed by the department of home 
making. Often he cannot provide the windows necessary because he 
must consider the unity of the building from the exterior, or he cannot 
divide the floor space as best suits the department because the "room 
space" of the building does not coincide with the arrangement needed, 
or a flue is impossible in the kitchen for one reason or another. 

In a house, cottage, or bungalow, not only can the physical aspects 
of a real home be included so that the girl has something she can imi- 
tate in her own home, but the home atmosphere is very much more 
nearly approached. The work will be more effective, and will carry 
over more readily into the girl's own home. All the rooms can be well 
lighted and arranged to best suit the work to be done in tliem. 

It is not desirable to build too expensive a type of building for the 
'''home making bungalow." The school of home making should not 
be too elegant for its standards to be aspired to by, and within the reach 
of, a large number of the homes of the community, in Texas these 
houses should, for the most part, be well built frame buildings. Ac- 
cording to the law in Texas, a frame building cannot be built on a 
twenty-year bond. Since most school buildings are built on twenty- 
year bond issues, the tendency is to build the cottage of brick, making 
a cheap structure. Several such structures in Texas are an argument 
against cheap brick structures, for the walls crack and pull apart, and 
the building is an example of bad construction and bad sanitation, 
• and is unsafe. School-boards are urged to consider standards of con- 
struction in relation to cost of primary importance. If a brick bunga- 
low is to be built, build one of good standards, not nuTcly n cheap 
brick shell. 



—15— 

A further consideration in favor of the separate house is that it fur- 
nishes a nmch needed and easily available social center for the school 
and community. 

A very satisfactor}- arrangement, and one which would meet a sit- 
uation acute in many Texas towns, is a large house that includes the 
home making rooms and a teachers' home. One such is shown in the 
plans that follow. (Figure 13.) 

A home making department is housed more economically in a well 
constructed separate house than in the more expensively constructed 
high school building. 

.//. tSchool Building Floor Plans 

It is expected that these plans will be taken only as suggestions. 
The purpose is to give room sizes and storeroom relations, leaving it 
to each architect to adapt the suggestions locally. The following plans 
show the home making department located in the high school building: 
(1) at the end of a building — figures 1, 2, 3; (2) the comer of a 
building — figure 4-: (3) one side of an H-shaped building — figure 5; 
(4) separate sides of a hall — figures 6 and 7; (5) one side of a hall — 
figure 8; (6) one large room (not recommended if classes are larger 
than 12 girls) — figure 9; (7) floor plan for food work and house- 
keeping instruction in New York City school — figure 10. 

The New York City plan, figure 10, is shown here through the 
courtesy of Miss Grace Schermerhom, Supervisor of Domestic Science, 
New York City public schools. 

The sewing laboratory connects with the foods laboratory but is not 
shown in the drawing. The following explanation of the use of the 
New York laboratories is quoted from a report through the courtesy 
of ]\Iiss Schermerhorn : 

^^The plan (figure 10) provides for the accommodation of a class 
of 36 girls, divided into three sections; two of these sections in the 
laboratory kitchen, the third section in the flat. These sections work 
in the following manner: 

"Section 1. Individual work — learning to interpret and use recipe 
under the supervision of the teacher. 

"Section 2. Divided into small groups in the unit kitchens, each 
group working independently with a family quantity of food, apply- 
ing the lesson learned in the first section. The food prepared may be 
sold at cost to the school lunch room, to the teachers, or to the chil- 
dren themselves to take home. 

"Section 3. Divided into small groups in the flat learning ditfor- 
ent household tasks such as making beds, sweeping and dusting, etc., 
and preparing and serving in a family meal the food they learned to 
prepare in Sections 1 and 2. 

"Sections 1 and 2 alternate every lesson, having individual cooking 
one week and the cooking of a family quantity the next. 

"The term is divided into thirds and the sections rotate so that each 
section has two-thirds of the term in the laboratory and the remaining 
third in the flat. 

"Two teachers will be required for this type of domestic science 
rooms.'* 



-16— 









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—17— 




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Figure 4. Corner of building. 



-18— 




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Figure 5. 



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Figure 6. 



—19— 




Figure 7. 




Figure 13A. Exterior view of plan for teacherage and high school 
department of home making — See figure 13B. 



—20— 



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Figure 9. 



—21— 




—22— 

5. "Bungalow" Floor Plans 

The following plans are offered as suggestions for bungalows or 
other types of houses for home making departments: 

A combination of a teacherage and home making laboratories is 
shown in figure 13. Note that the housekeeping and serving work will 
be taught in the teacherage, thus obviating duplication of equipment. 
The kitchen of the teacherage furnishes a home kitchen unit. The 
teacherage is made private through tlie porch entrance to the labora- 
tories. On the second floor there is no passageway between the teach- 
erage and the laboratory. 

Figure 17 shows the plans of a bungalow now under construction for 
the home making department of the Brownwood High School. This is 
a vocational school. The building is to be used as a comnmnity and 
school social center. Note the design laboratory which can easily be 
converted into a reception room. The fireplace adds a real home 
touch to the building. 

Many other Texas towns have manifested an interest in a bungalow 
for teaching home making, but so far Brownwood is the only one that 
has the project under way. 



—23— 










Figure 11. 



—24— 




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--28— 




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-^9— 




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Figure 17. Plan for Vocational Home Economics Department, High 
School, Brownwood, Texas. Tliis bnilding is in process of construc- 
tion. It is being built by the day trade class in carpentry. 



— ao— 

INDIVIDUAL EOOMS 
I. The Food Laboeatoey 

1. Desl' Arrangement. Too often the school kitchen and the home 
kitchen are unlike, with the unfortunate result that the school work 
does not carry over into the home kitchen. Two solutions are being 
tried for this difficulty — the unit desk and the unit kitchen. The 
older forms of desk arrangement, hollow square, parallel tables, and 
others, are so generally known that they need little discussion here. 
For the most part they are too formal, too crowded, wasteful of space 
and pupil's energy. They combine the maximum of convenience and 
minimum of energy output on the part of the teacher but minimum of 
convenience and maximum of energy output for the pupil. 

The unit desk arrangement, figures 18 and 19, embodies the essen- 
tials of the home kitchen without the walls or the same arrangement 
of furniture. Each girl has for her use a table, with a drawer and a 
cupboard below containing a complete set of cooking utensils (not toy 
pots and pans) ; access to a sink; a real stove with an adequate oven, 
instead of a hot plate and a toy oven. It is necessary to allow aisle 
space of three feet when the aisle is used by a single row of girls, and 
five feet when the aisle is used by a double row of girls. 

Two typical arrangements are given in figure 20. Plan A (figure 
20) is the better arrangement. It provides for four students. Plan B 
(figure 20) is a compromise in an effort to reduce the expense by omit- 
ting one sink. (See figures 18 and 19.) 

The unit kitchen arrangement, figures 21, 22, 23, and 33, provides for 
the same furniture and arrangement as the home kitchen. The equip- 
ment and furnishings should be such as can be afforded by the house- 
keeper of moderate means. Each unit kitchen accommodates three or 
four girls, hence it falls short in its duplication of the home kitchen 
situation where the worker is alone. A space approximately 8 feet by 
10 feet is adequate for the unit kitchen accommodating four girls. 

Attention is called especially to figure 33, which is a perspective of 
the unit kitchen floor plan shown in figure 22, the details of which are 
shown in figure 23, A, B, and C. Figures 22 and 23 are shown here 
through the courtesy of the Federal Board for Vocational Education. 

Both the unit kitchen and the unit desk arrangement provide for 
handling more than individual quantities. In the unit kitchen the girl 
works in a space having the arrangement and atmosphere of the home 
kitchen sharing her responsibilities Avith two or three other girls. At 
a unit desk the work space does not look so much like a kitchen, but 
the girl carries an individual responsibility just as she would at home. 
For these reasons it is difficult to say which arrangement is the better 
layout for the school kitchen. 

A third possibility is a combination of the two (figure 24). For a 
class of sixteen there can be one unit kitchen and twelve unit desks. 
The class can be shifted so that each girl works in the unit kitchen and 
also at the unit desks. Such a plan would have the advantages of 
both unit kitchen and unit desk, without having the limitation of 
either mentioned before. 

The unit desk, imit kitchen, and combination of unit desk and unit 



-•31— 

kitchen, represent the most modern and approved equipment for home 
making instruction in the high schools. So evident is the superiority 
of any one of these arrangements over the older forms that no argu- 
ment is advanced for their preference. The wonder is that we have 
not realized long ago that our equipment, by its very unlikeness to 
home equipment, was a handicap, in many instances, instead of an asset. 

2. Desk Design for Student's Table in Unit Desk Arrangement. 
Very few manufactured desks are adapted to the unit desk arrange- 
ment. Many of the desks are too low,- poorly constructed, and have 
altogether inadequate cupboard and drawer space. Furthermore, they 
are expensive. 

The desk design given in figure 25 is given as a suggestion to school 
boards wishing to have the tables built locally. In altering this de- 
sign the following general principle must be adhered to: each student 
should have a working space approximately 20"x30". Where space 
does not permit optimum conditions, 25"x23" may be used, provided no 
hot plate takes up a portion of this space. Attention is called to the fact 
that the unit desk plan allows ample "elbow room." For this reason 
a smaller table top allowance will not crowd students as much as the 
older continuous table desks. No table should be less than 33 inches 
in height. For girls of senior high school 34 inches, or even 36 inches 
is a better height. 

Other desk designs suitable for the unit desk arrangement are shown 
in figures 26 and 27. 

3. The Table Top. Table tops should be easily cleaned, non-ab- 
sorbent, not warped or cracked by heat, fireproof, resistant to acids and 
alkalis, a reasonable price, attractive in appearance. There is no table 
top that meets all of these requirements. 



Material. 


Advantages. 


Disadvantages. 


Wood: 

Sugar pine or 
maple. 


Cheap, comparatively 

Noiseless. 

Attractive. 


Unless thoroughly seasoned warps with heat 

and dampness. 
If unvarnished hard to clean. 
If varnished needs frequent refinishing. 
Not fireproof. 


Vitrified tile. 


Attractive. 

Fireproof. 

Not affected by acids and 

alkalis. 
Lasting. 


Seams wear out thus collecting dirt. 
Expensive. 


Alberene and soap- 
stone. 


Easily cared for. 


Unattractive. 
Absorbs grease. 


Glass, 
opalite, 
vUrolite. 


Attractive. 
Easily cleaned. 
Non-absorbent. 
Not affected by acids and 
alkalis. 


Cracks with heat. 

Expensive. 

Note— The cracking is less with thicker 

slabs. 
Scratches a little. 


Porcelain enamel. 


Attractive. 

Easily cleaned. 

Cheap. 

Does not crack or warp 

with heal. 
Easily replaced. 


Affected by acids. 

C:racks if struck a hard blow or if food 
chopper is screwed to table top. 



—32— 

Those schools that wish to build their own desks are confronted by 
the problem of a choice of tops. On the home built tables wooden 
tops are not at all satisfactory because they warp. 

All things considered, the porcelain enamel top, such as is used on 
many kitchen cabinets, is the most satisfactory. In order that schools 
may build their own tables with these tops, manufacturers of such 
products were asked if they would furnish these tops to the schools 
direct. One manufacturer has made such a proposition. 

The following information was given to the State Department of 
Education upon request and is "printed here for the help of the schools. 
The most desirable top for the desk shown in figure 25 is size 29"x44". 
The Enamel Products Co., Eddy Road and Taft Avenue, Cleveland, 
Ohio. Jobbers' price list, Tepco and H. D. construction table tops, effec- 
tive January 1, 1922: (White enameled tops.) 

Standard Size Package 
Less Carload lot 
Size. Construction. Shipments. 

]6"x20" All white $1.35 

24"x36" Tepco 3.05 

25"x40" Tepco 3.25 

26"x41^" Tepco 3.42 

27"x40" Tepco 3.42 

27"x48" Tepco 4.40 

29"x44" Tepco 4.40 

27"x48" H. D 4.65 

27"x56" H. D G.23 

All prices f. o. b. Cleveland, net cash 30 days, 2 per cent discount for 
all cash within ten days from date of invoice. Acceptance of orders is 
subject to approval of credit. Prices are subject to change without 
notice. Carload lot prices upon application. 

Quotations covering tops of other sizes than those noted above upon 
application. When requesting such quotations, specify quantity and size. 

Tops listed above are packed 12 of a size to a crate, except sizes 
•27"x48", 29"x44" and 27"x56", which are packed 6 to a crate, and size 
16"x20", which is packed 20 to a crate. When shipped in less than 
■standard size packages there will be an extra charge to cover crating. 
In lots of 6 of a size, 25 cents per top extra; in lots of 4, 30 cents; in 
lots of 2, 55 cents; singly, $1.00 over and above the standard size pack- 
age price. 

Tepco tops are finished all white, and H. D. tops are finished top sur- 
face white, flanges black. 

It should be distinctly understood that the State Department of Edu- 
cation does not require any specific design or any specific table top. 
The request for help on designs of desks, and information concerning 
tops when the desks are to be built locally, or in the manual training 
■shop, have been so frequent that this information is furnished in 
response to such demands. 

4. Stoves. The stoves for the laboratory, whether unit desk or unit 
kitchen is the chosen arrangement, must be real stoves with real ovens 
suitable for home use. The hot plate and individual sheet metal oven 
of one thickness are inadequate and unsatisfactory. The fuel in use 



—33— 

in the laboratory should be the fuel in use in the community. For 
Texas this means, for the most part, gas and oil. One coal or wood 
range is recommended in laboratories using oil stoves. If gas is the 
fuel used, a small gas range with two or three burners, oven, and broiler 
should be furnished to each two or four students. In order to save 
space and expense, and to place the stoves more conveniently, it is 
better to select a gas range of the "apartment" type having two or 
three burners, and a 16-inch oven; one such stove to each two or four 
girls according to the plan. (See figure 20.) 

If oil is the fuel, it is best to furnish for each two girls one four- 
burner stove, equipped with a built-in oven. It is important that the 
oven for an oil stove be as substantially built as a gas oven. Much of 
the unsatisfactoriness of the oil stove is due to the poor quality of 
portable ovens used with oil stoves. An oven of the type used on the 
New Perfection oil stove No. 37, by actual tests, bakes as satisfactorily 
as does a gas oven or an electric oven. Other makes of oil stoves have 
such ovens. It is poor economy to equip a food laboratory with a poor 
grade stove. Such is the custom in buying oil stoves. 

Oil stoves are of two types — wick and wickless. The wick stove has 
proved more satisfactory. Wickless stoves often smoke. 

Stoves with wicks are of two types; those with a cloth wick such as 
the New Perfection stove, and those with an asbestos wick such as the 
Nesco oil stove. The asbestos wick is new and investigation of it is 
recommended if a school is making a purchase of oil stoves. 

Gasoline-gas machines are not recommended for three reasons. (1) 
They are expensive; (2) if the town is not supplied with gas, it is not 
desirable nor practical to supply the school kitchen with gas. (The 
college laboratory is an exception to this statement.) (3) Many of the 
gas machines in Texas today are a source of constant annoyance ; others 
render good service. The machine that pipes oil to all the stoves at 
once has also proved expensive and unsatisfactory. For a town not 
supplied with gas, the best laboratory plan is one unit kitchen with a 
coal or wood range and unit desks with good oil stoves and good ovens. 

Gasoline is not advocated because of the danger in using it under 
laboratory conditions. Electricity is recommended wherever it is in 
use in the town for fuel or where such a plan is feasible. This depends 
entirely on the local rate and current. It is to be hoped that electricity 
will, in the future, be available as a household fuel. 

5. Sinks. In the unit kitchen a sink should be chosen that is suit- 
able for a home kitchen. A white porcelain enamel sink with double 
drain board is desirable. The working surface of the sink should be 
3-i to 36 inches above the floor. ' The sink should be cast in one piece. 
Laundry tubs should be provided. A sink can be procured that has 
laundry tubs under the drain board. 

One very desirable sink to use in the unit desk arrangement is shown 
in figure 28. This sink is 3'x2'. Its height can be adjusted. The 
space in the sink is adequate for two dish drainers. The sink is 
equipped with two sets of hot and cold water faucets and with nickel- 
plated soap dishes. It is possible and practical to scald and drain the 
dishes in the sink. No drain board is needed since the table tops of 
white porcelain enamel are as serviceable as the usual drain board. 



—34— 



This sink is a Standard Sanitary Manufacturing Company product 
and may be ordered through any local dealer. The sink does not at 
present occur in any catalogue since it is an adaptation made especially 
at the request of the State Department of Education. The following 
quotation is given from a letter written at the request of the State 
Department of Education : • , . 

Standard Sanitar}^ ^Manufacturing Co., general oflBce, Pittsburgh, 
Texas distributing oflices, Dallas, Fort Worth, Houston, and San Antonio 
(See figure 28.) "Texas," Standard Plate P-6456, porcelain enameled 
inside roll rim wash sink with center outlet ; supported on painted ped- 
estals with painted pipe supports over side of sink; fitted with two nickel- 
plated open standing waste, 2 nickel-plated combination stream regulat- 
ing double wash sink cocks, with four-ball cliina index liandles and spe- 
cial brass double connection, less brass pipe and trap. Width over rim 
24" ; length over rim, 36" ; net, each, $58. Add for 1^" P-11462 nickel- 
plated "S" trap to floor, net, each, $6.50; f" nickef-plated brass tips, 
net, per foot, 75 cents; |" nickel-plated elbows or tees, net, each, 70 cents. 

The above prices are based on factory shipment with full freic^ht al- 
lowed to Texas common points, Texas schools. ^ 
_ It should be understood that this sink is offered merely as a sugges- 
tion and is not a requirement. As far as we know, this is the onlyTink 
of this design manufactured by any company and it is not offered by 
way of advertising the sink, but for the convenience of the schools wish- 
ing a sink for the unit desk arrangement. 

6. Utensils and Other Furnishings. For both the unit kitchen and 
the unit desk the equipment should be of the kind and quality desirable 
and usable in the home kitchen. 

The following list is the equipment required by the State Department 
of Education for accredited courses. The list is based upon the single 
desk or the unit desk arrangement. 



—35— 

EQUIPMENT FOE TEACHING HOME ECONOMICS 

School Kitchen Laboratory (16 Students). 



GENERAL EQUIPMENT 



Required. 



elec- 



1 large towel rack. 
1 waste paper basket. 
1 good range — coal, wood, gas, 
tricity or oil (built-in-oven). 
Blackboard. 

1 sink for each 6 or 8 girls. 
I supply table. 

1 desk for each student, providing: 
Top ^pace at least 20"x30". 
Drawer. 
Cupboard. 
Towel rack. 
Stoves. 

At least 1 burner space per stu- 
dent, plus oven space. For each two 
girls a three or four-burner oil stove 
is satisfactory, giving two burners 
for oven and one burner for other 
cooking; or a two-burner gas or elec- 
tric stove with oven. 
A good oven for each 4 students. 

1 refrigerator. 

6 wire egg whips. 

4 cylindrical potato ricers or fruit 
presses. 

2 coflfee pots. 
I percolator. 

1 or 2 tea balls. 

6 bowls (approximately 9 inches di- 
ameter ) . 

6 bowls (approximately 11 inches di- 
ameter ) . 

6 pint fruit jars. 

6 quart fruit jars. 

6 ^-pint fruit jars. 

2 ^-gallon fruit jars. 
2 good bread knives. 

2 good butcher knives. 

2 funnels ( assorted sizes ) . 

1 garbage pail (white proferied). 

1 roaster. 

1 tube cake pan. 



Required. 



2 large pyrex or earthenware baking 

dishes. 
1 wooden mallet. 

1 ice cream freezer (1 gal. or 1^ gals). 

2 ice picks. 
1 broom. 



mop. 



flour can (48-lb. capacity, sifter in 

bottom ) . 
2 bread pans (1-lb. loaf). 
2 can openers. 

1 corkscrew. 

2 apple corers. 
1 dustpan. 

1 food chopper (medium size). 

2 long-handle kitchen forks. 
1 knife sharpener. 

1 enamel colander. 

1 teapot. 

1 tin or stone container for sugar. 

1 large double boiler. 

2 large sauce pans. 

1 large preserving kettle. 

1 wire rack for preserving kettle. 

1 wrought iron kettle for frying. 

1 wire basket for frying. 

1 paper roll and rack. 

1 or 2 large skillets. 

1 large teakettle. 

1 grater (rotary preferred). 

2 hand graters. 

2 long-handle skimmers or slit spoons. 

2 enamelware round dippers. 

3 doz. aluminum molds for gelatine. 
1 steam pressure cooker. 

1 nut cracker. 

6 doz. sanitary dish cloths (for dish 

washing) . 
6 doz. dish towels (drying dishes). 

4 nickel plated trays (one small, one 
12 inches). 

1 scale, family, spring, upright dial, 
24 lbs. capacity. 



ADDITIONAL EQUIPMENT 

Eecommended as Desirable and Useful (Not Eequired) 



Bulletin board. 

Pastry tubes (one set) 

Pastry wheels. 

Hammer. 

8 bread boards. 



1 quart measure. 

(1 fireless cooker. 

A sink to each four girls. 

Sink strainer for each sink. 

4 cake coolers. 



-36— 



DESK EQUIPMENT FOR CLASS OF SIXTEEN GIRLS 

One for Each Student. 



16 (Rogers 

knives. 
16 (Rogers 

forks. 
36 (Rogers 

teaspoons. 
36 (Rogers 



Required. 
Community) 

i- Community) 

i- Community ) 

r Community) 



plated 
plated 
plated 
plated 



tablespoons. 

16 spatulas (6-inch blade). 

18 good steel paring knives. 

18 Dover egg beaters. 

16 biscuit cutters. 

16 i-pint glass measuring cups. 

16 i-pint aluminum or tin measuring 
cups. 

16 small wooden spoons (orange wood 
or holly, preferred). 

18 enamel or earthen custard cups. 

16 rolling pins. 

16 fine mesh wire sieve strainers (6 
inches in diameter). 

16 dishpans (12 or 14 inches in di- 
ameter) or 



Required. 

8 dishpans and 8 dish drainers. 

16 stools. 

16 pyrex or earthenware baking dishes 
(^ -quart size). 

16 towel rods (on desks). 

16 double boilers, 1 quart, enamel or 
aluminum. 

16 saucepans and covers, 1^ pint, 
enamel or aluminum. 

16 saucepans and covers, 1 pint, 
enamel or aluminum. 

16 small fry pans (6 inches in diam- 
eter). . 

16 glasses. 

16 small pie tins. 

16 shallow layer cake pans (utensil 
pans). 

16 tin bread pans (i-lb. loaf). 

16 small china bowls (3 or 4-cup ca- 
pacity or approximately 6 inches 
In diameter). 

16 enamelware pudding pans ( 1 quart 
size) . 



Eecommended as Desirable and Useful (Not Required). 

16 plates (plain white, 7-inch). 16 soup or cereal dishes. 

16 cups and saucers. 

Note. — These dishes are suggested for the desks in order that each 
girl will have a cup, saucer, bowl, and plate at her desk for serving 
her products. 

One for Each Group of Two Students. 



Required. 

8 muffin pans (6 or 8 holes). 

8 Russian iron baking sheets (approxi- 
mate size 10"xl5"). (Square cake 
pans may be substituted). 

8 teakettles (small or medium) if no 
hot water is available. 

8 pepper shakers. 



Required. 

8 covered glass jars for salt. 

10 soap dishes (china slabs) (unless 

soap shakers are provided). 
8 asbestos mats. 
8 glass lemon squeezers. 
8 heavy tin square pans (approximate 

sixe 10"xl2"xU"). 



ADDITIONAL EQUIPMENT 

Eecommended as Desirable and Useful (Not Required) 



8 coffee pots. 

8 quart ice cream freezers. 
8 stone jars for waste, white preferred, 
size 6 inches to 8 inches high. 



8 bread stick pans. 

8 water pitchers ( 1 qt. ) . 



The following list is the equipment recommended by the State De- 
partment of Education for accredited courses,. The list is based upon 
the unit kitchen arrangement. 



—37— 



GENERAL EQUIPMENT USED BY ALL FOUR KITCHENS 



1 refrigerator. 

.1 flour can (48-lbs. capacity). 
1 large crock for sugar. 
1 knife sharpener. 
1 paper rack and roll. 
1 nut cracker. 
1 bread mixer. 
1 hammer. 



6 doz. dish cloths. 

6 doz. cup towels. 

1 bulletin board. 

1 blackboard. 

1 clock. 

1 supply table or wheeled tray. 

1 wooden mallet. 



UNIT KITCHEN LABORATORY 

General Equipment for Each Unit Kitchen, 



1 towel rack. 

1 waste paper basket. 

1 good range — coal, wood, gas, elec- 
tricity or oil (built-in oven). 

1 sink with laundry tub — double 
drain board. 

1 kitchen cabinet. 

1 cylindrical potato ricer or fruit 
press. 

I coflfee pot. 

1 percolator. 

1 tea ball. 

6 bowls (approximately 9 inches di- 
ameter ) . 

6 bowls (approximately 11 inches di- 
ameter ) . 

6 pint fruit jars. 

6 quart fruit jars. 

6 ^-pint fruit jars. 

2 *-gallon fruit jars. 
2 good bread knives. 

2 good butcher knives. 

1 funnel. 

1 garbage pail (white preferred). 

1 roaster. 

1 tube cake pan. 

1 sink strainer. 

2 large pyrex or earthenware baking 
dishes. 

4 (Rogers or Community) plated 

knives. 
4 (Rogers or Community) plated 

forks. 
4 (Rogers or" Community) plated 

teaspoons. 
4 (Rogers or Community) plated 

tablespoons. 
4 spatulas (6-inch blade). 
4 good steel paring knives. 
4 Dover egg beaters. 
2 egg whips. 
2 biscuit cutters. 
2 i-pint glass measuring cups. 
2 i-pint aluminum or tin measuring 

cups. 
2 small wooden spoons (orange wood 

or holly preferred ) . 
6 enamel or earthen custard cups. 



2 rolling pins. 

2 fine mesh wire sieve strainers (6 

inches in diameter). 
2 muffin pans (6 or 8 holes). 
2 Russian iron baking sheets (approx- 
imate size 10"xl5"). 

salt and pepper shaker. 

covered glass jar for salt. 

soap dish (china slab). 

pastry wheel. 

ice cream freezer (1-qt. or ^-gal.). 

ice pick. 

broom. 

mop. 

bread pans (lib. loaf). 

can openers. 

corkscrew. 

apple corers. 

dustpan. 

food chopper (medium size). 

long-handle kitchen forks. 

enamel colander. 

teapot. 

tin or stone container for sugar. 

cake coolers. 

double boiler. 

large saucepans. 

large preserving kettle. 

wire rack for preserving kettle. 

wrought iron kettle for frying. 

wire basket for frying. 

skillet. 

teakettle. 

quart measure. 

rotary grater. 

hand grater. 

long-handle skimmer (or slit spoon). 

enamolware round dipper. 

doz. aluminum molds for gelatine. 

steam pressure cooker. 

nickel plated tray. 

scale, family, spring, upright dial. 

24- lbs. capacity). 

2 dishpans (14 or 15 inches in diam- 
eter ) . 

4 pyrex or earthenware baking dishes 
(4-quart size). 

3 double boilers (selected sizes). 



—38— 



4 saucepans and covers (selected 
sizes), 

6 glasses. 

4 pie tins. 

4 shallow layer cake pans (utensil 
pans). 

4 tin bread pans. 

3 small china bowls (3 or 4-cup ca- 
pacity or 6 inches diameter). 



2 enamelware pudding pans (1 -quart 

size). 
4 asbestos mats. 
1 glass lemon squeezer. 
4 heavy tin square pans (approximate 

size 12" square by 1*"). 
1 set pastry tubes. 
1 timbalc iron. 



DESIRABLE ADDITIONAL EQUIPMENT 
1 fircless cooker. 1 enamel pitcher. 

II. Equipment for Meal Service 

1. The Room and Its Furnishings. A separate room is recom- 
mended for table service. The idea is prevalent that on state occa- 
sions a meal is to be served to outside guests by the domestic science 
class and that, while a dining room is desirable, some other room can 
be pressed into service at such times. As a matter of fact, such courses 
were refused aflfiliation credit the past year. The state course of study 
is based upon meals. It is as necessary to teach meal service, table 
etiquette, duties of host and hostess to the girls as it is to teach meal 
preparation and waitress duties for state occasions. In fact, the teach- 
able content connected with the serving of food, and the eating of food, 
is, if anything, more important than the mere preparation of food. 
Provision for such teaching must be made either as a dining room, or 
as equipment for table service in the kitchen itself. 

If unit kitchens are used, it is desirable to have a small table and 
all necessary tableware for four persons included in the equipment of 
each unit kitchen. The tables and chairs will not only serve for dining 
tables, but as a place for class discussion, which is a necessary part of 
class instruction, especially when the laboratory work is carried on in 
unit kitchen. The small tables shown in figure 21 illustrate this plan, 

DINING ROOM EQUIPMENT REQUIRED FOR ACCREDITED COURSES 



Required. 

1 dining table. 
6 chairs. 

1 serving table or ImfTet (preferably 
witliout mirror). 

2 tablecloths. 

2 luncheon cloths. 

1 doz. dinner napkins. 

1 doz. tea napkins. 

6 tray doilies. 

1 bowl for flowers. 

6 knives. 

6 forks. 

6 tablespoons. 

6 soup spoons. 

6 salad forks. 

18 teaspoons. 

1 sugar shell. 

1 cold meat fork. 



Required. 

1 serving spoon. 
1 serving fork. 

1 carving set. 

12 thin, plain glasses. 

2 pairs salt and pepper shakers. 
1 water pitcher or jug. 

() soup bowls or cream soup cups. 

12 breakfast plates. 

12 luncheon or small dinner plates. 

12 salad plates. 

6 bread and butter plates. 

1 cream and sugar. 

1 chop plate or 12-inch platter. 

1 platter (14 inches). 

2 open vegetable dishes. 

1 round covered vegetable dish. 
6 cups and saucers. 
1 gravy boat. 



Note. — Simple, plain china is recommended. 



—39— 

Additional Equipment Eecomnicnded as Desirable and Useful (Not 

Required) . 

1 rug. Iced tea spoons. 

1 tea wagon. Pickle forks. 

Both serving table and buffet. 6 finger bowls. 

All equipment for twelve instead of six. Flower receptacles. 

Butter spreaders. 4 doz. piinch cups. 

Bouillon spoons. 6 pairs individual salts and peppers. 

After dinner coffee spoons. Celery disb. 

Cream ladle. Bonbon dishes. 

Sugar tongs. After dinner coffee cups and saucers. 

Oyster forks. Iced tea glasses. 

KoTE. — It is suggested that a saving in expense may be effected by 
purchasing breakfast room sets, unpainted, and having the girls in the 
home economics classes finish same with two coats paint, one coat 
enamel and one coat Valspar, 

A separate room for a dining room is best, but where the food lab- 
oratory is large enough and no other space available, the dining room 
equipment can be placed in a portion of this laboratory. Meal service 
must be taught regularly and equipment provided therefor. 

8. Built-in Furniture for Food Laboratory and Storeroom. In the 
food laboratory or in a storeroom connecting with the laboratory, stor- 
age cases are needed. When possible such cases should be built flush 
with the wall. All available space should be used for cases and lockers. 

Each student should have a locker for her apron. These lockers may 
be constructed as a series of shelves 8 to 10 inches apart, size 14 inches 
broad by 10 inches deep, enclosed by a paneled door or roller partition, 
or sliding door, with a lock. For design, see figures 29 and 30. 

A useful storage case is one similar to figures 31 and 32. The glass- 
doored portion above is equipped with shelves. The open space makes 
the table space useful since the doors to the upper portion may be 
opened without clearing the table space. 

No two laboratories have the same amount of space available for 
storage cases. The sketches given here are merely suggestive of cases 
that are desirable. 

The same size table can be used for supply and demonstration table 
as the one used for student's table (figure 25). The arrangement of 
space will differ from the student's table. Instead of two cupboards 
at the end of the table, on one side a cupboard and a series of drawers 
may be built. The table top should be the same material as the unit 
desks. 

A blackboard about five or six feet long is necessary — also a bulletin 
board of cork, linoleum, or burlap. 

Each laboratory should own a set of Langworthy food charts. (These 
are colored charts showing composition of the common articles of food — 
procurable from the Bureau of Publication, Washington, D. C, for 
$1.00.) In order to preserve these charts in a usable form they should 
be mounted on beaver board, framed in light wood or metal, mounted 
on a rod, as the leaves of a book, and enclosed in a case hung on tlie wall. 



—40— 




Figure 18. Unit deslv arrangement for food laboratory. Plan B. 

See figure 30. 



Q 



d^ 



Q 



C^ 



OQ 



ba 



OQ 



OG 



D 



D 



P 



03 



J^Jt^^T^Jt^^ 



O 



D 
P 



P b s 



Figure 19. Modification of unit desk arrangement.* Plan A. 
See figure 20. (Plan B is preferable.) 



-41 — 



ul 






2 
"0 








^TOVE. 


$To^B. 


STove 


STov/6 


, 







Plan A 



> 






5*; 

7, 

Vi 














^TOV£ 


> 



V- 


STove 









PLAK b 



Figure 20. Details of unit desk arrangement. Plan A shows one sink 

for eight girls. Plan B shows one sink for four girls. Plan B 

is preferable but more expensive. 



—42— 



'FT 





o 



o 



i o 



o 



o 







(/N/r Kitchen 1/ib- 



t B 






Figure 21, Unit kitchen arrangement. Each kitchen accommodates 

four girls. The small tables are for recitation and class discussion, 

also used for ser\'ing. See also figures 22 and 33. For details 

of the unit kitchens see figures 23A, 23B, 23C, 



—43— 




—44- 




—45— 




2 th 



H5 

o' =i 






t3d 
o 






O ^ ^. 



^4 



^5 



.1 



I 



JTOi '/-J 




TABLt 




-A 








TIILC 




37' 


VSJ 





EH 



■/7CHf/<i c^ej7*£T 



Uvn I/IJCHL-H 



COMd/NA TION l/A// T D£5f^ 

/iND Unit Kitchln 



^70^ JSOO/^ 



CUfi/tO^/ZC- 



Figure 34. 



44 




i. 



-^? 






£»'ttad g>oafd 

Shclf- 



vSlDE. tLtVATlON f'RON'T CbCV, 

Details of- TAfoLt5 44-">2^' 

Figure 25. - For the unit desk arrangement. 



—49— 




Figure 26. 




Figure 27. (See also figure 26.) Types of cabinets usable in 
both unit kitchen and unit desk laboratoiy arrangements. 



-50- 




WfK FOf^ UNIT DESK AKKArfGEl^ETfT 



Figure 28. The above sink is porcelain enameled, roll rim, with center 

outlet; fitted with two nickel-plated soap dishes, double wash sink 

cocks, supplying both hot and cold water ; size two feet by 

three feet. (See page 34.) 



-51— 




CoOk^ING- Oq^JimnG- ClA53- 

Figure 29. 



C/mr :APR.ON LOCKtJZS 



- /w 



] c 



Figure 30. 



—62- 







Ej^-o 



' JtOR-AQEL ' C-OSLT ■ 

Fiffure 31. For food laboratory or connecting storeroom 




-;c-- 



^ ^ 



■;^-t 



IVo 



Pan* 



Par-t Fr.oht EiLv. End tuv. 

DE.TAIL5 OF- 6LrPPLX CAE>IMtT 
Fiofure 32. For food laboratory. 



—53— 
III. The Clothing Laboratory 

1. General Conditions. Good lighting is essential for the clothing 
laboratory. North light is preferable, and the tables and machines 
should be so arranged that light comes from the student's left side. 
If there are windows on two sides of the room, they should be at the 
left and at the rear. The textiles and clothing laboratory should have 
a small communicating room (8'xlO' or larger) for a fitting and store- 
room. This room should be supplied with both natural and artificial 
light. If the room is sufficiently large and well ventilated and lighted, 
it is a good place for laundry tubs and ironing boards, if no other space 
is available. In which case, electric service outlets should be provided 
for the electric irons and possibly for an electric washing machine. 

The usual furnishings of the clothing laboratory consist of sewing 
tables for students, chairs, machines, a teacher's desk, ironing boards 
and irons, triple mirror, fitting stand, cutting table, blackboard, and a 
bulletin board. A chemical laboratory table for a chemical study of 
textiles is desirable in the clothing laboratory, though it is less usual 
than the other furnishings suggested. For a proposed arrangement of 
these furnishings, see figure 34. 

2. Tables. Students' tables for sewing vary in type from single 
tables for each student to tables for four students. The most desirable 
table is one that accommodates two or four students on the same side. 
(See figure 35.) The objections to tables for two girls on each side 
are that two students will be at a disadvantage as far as the light is 
concerned, also visiting is more prevalent. The tables may be built 
with or without drawers. The drawers add to the expense and are not 
necessary since each student will have a locker. 

Table space for each student should be three feet long and two feet 
deep. All the sewing tables should not be the same height in order to 
accommodate more comfortably girls of different height — 27", 28", and 
30^", are suggested variations in height. 

A very convenient table is one built with a shelf of slats two inches 
wide, paralleling the entire table top, four or five inches under the 
table top. This provides a place for sewing boxes and materials dur- 
ing the class time. Since it is made of slats instead of solid wood, it 
prevents accumulation of scraps and trash. 

A cutting table for each laboratory is very desirable. This should 
be higher than the other tables and may contain a long drawer for 
patterns and yard sticks. Convenient dimensions are height, 34 to 36 
inches; width, 3 feet; length, 8 feet. A drop leaf of 18 inches width 
may be placed on one or. both ends of the table to extend the cutting 
surface. 

The teacher should be provided with a flat top instructor's class- 
room desk. 

3. Chairs. It is essential that comfortable chairs be procured. 
Bent-wood chairs arc strongly built, light, and not expensive. The 
room must contain a chair for each student, one for the instructor and 
one at each sewing machine. 



—54— 

4. Machines. One machine, in common 'use and of good make, 
must be provided for each three or four girls in the class. Some Texas 
schools have experienced great difficulty in keeping the machines in 
good repair, and in getting needles because they have bought a machine 
for which no service is maintained in the community. In a laboratory 
where several machines are provided, at least one electric machine is 
recommended. Second-hand machines are usually undesirable. At- 
tention is called to the fact that the Singer sewing machine gives a 
discount to schools. Any school buying Singer sewing machines should 
ask the agent through whom the purchase is made for this price. It 
is desirable to provide machines of different types. 

5. Pressing Facilities. Three types of ironing boards are in gen- 
eral use, the collapsible style, a wall cabinet one, and a stationary one. 
The collapsible one is the cheapest, but is usually in the way unless a 
closet is provided for its storage. The stationary board is perhaps the 
most convenient to use, but it requires permanent floor space and is 
more or less unsightly in a room when not in use. The wall cabinet 
board is economical in space and cost, and is the most desirable. See 
figure 36. 

Electric irons should be used if electric current is available. For 
safety a wall plug, provided with a red light to indicate when the iron 
is "turned on" should be furnished. Plugs for the irons must be near 
the ironing boards. 

6. Mirror. A triple mirror is most satisfactory, thougli a full 
length mirror is acceptable. The mirror may be attached to the wall, 
or it may be set in a frame on rollers. The center glass should be 
48" to 54"x20", the side glasses 42" to 50"xl8". The expense of pro- 
viding a mirror may be reduced by buying the mirror by the square 
foot and having it set in a frame. A beveled edged mirror is expensive 
and unnecessary. Texas firms furnishing mirror glass are listed in 
the section on addresses. 

7. Cases. At least three cases are needed for the clothing labora- 
tory and storeroom, a case for students' lockers, a wardrobe for hanging 
garments, and a storage case. Desirable additions are a wardrobe for 
coats and cloaks, a rack for magazines and books, and an exliibit case. 

Lockers for students are more convenient if placed in the laboratory. 
It is desirable that these lockers be built into the walls. Each student 
should have a minimum space of 12"xl2"x20" (deep) with individual 
locks (figures 29, 37, 38). Some teachers have found small padlocks 
furnished by each student convenient. 

The wardrobe is used for finished or partially finished garments. Its 
dimensions should be determined by the space available. It is desirable 
to have a wardrobe not less tlian () feet long and 20 to 24 inches deep. 
It should be fitted with a rod in the top, through the center, for coat 
hangers. The case may have deep drawers at the bottom and a shelf 
at the top (above the rod for coat hangers). The doors may be sliding 
doors of glass or wood (figure 39). 

The storage case may consist of a series of deep drawers with a cup- 
board section above as in figure 40. 



—55— 

8. Chemistry Table. The usual chemistry table is suitable for the 
chemistry table in the clothing laboratory. Such a table is usually 
24'x4'x36" and accommodates eight students. One such table is ade- 
quate. Designs and prices maybe found in catalogues from concerns 
manufacturing laboratory furniture. See addresses. 

9. Requirements of the State Department of Education for Accred- 
ited Clothing Work. 

CLOTHING LABOEATOEY EQUIPMENT 

Minimum Eequired. 

Sewing tables: Either single tables 24"x60"x23" to 30^" (height), accommo- 
dating two girls, or double tables, 48"x60"x30". Of the two, the single 
tables are decidedly preferable. 

One sewing machine in good working order, for every four girls. 

One good, full length mirror for every laboratory used for clothing. A tripli- 
cate mirror is preferable. A panel mirror and large hand mirror are 
acceptable. 

A locker, 12"xl2"x20", built of hardwood (dust and mouse proof), for each 
student of clothing. 

Hanging space, closet, wardrobe, or display case, with rod lengthwise for coat 
hangers. Depth of space not less than 20 inches. 

A coat hanger for each girl. 

Drawer space for supplies and finished folded garments. 

One yard stick for every two girls. 

One comfortable straight chair for each student. 

One comfortable chair at each sewing machine. 

Iron for pressing, electric preferred. 

Fitting space (may be separated off by screens). 

One ironing board with pad and slip cover. 

Blackboard (four or five feet sufficient). 

One teacher's desk and chair. 

Two dress forms (can be made in class). 

Additional Equipment Eecommended as Desirable and Useful (Not 

Eequired). 

1 cutting table, 36 inches high, with a drawer for yard sticks, patterns, etc. 

1 sewing machine to every three girls. 

A large hand mirror in the event a panel mirror is used. 

Individual supply boxes of uniform size. 

A glass display case would serve the double purpose of hanging finished gar- 
ments and at the same time showing them off. 

If classes are large, it may be well to have two irons and ironing boards, since 
some laundering is required. 

A fitting room and fitting stand. 

Two slip covers for ironing board. 

Bulletin board. 

Note. — Each student should provide her own individual equipment, 
such as tape measure, thimble, needles, scissors, pin cushion, thread, 
sewing box or bag. 



—56— 




Cloth I HC LABOsaToer 



Figure 34. 























Z^o- 
















4 




+ 




+ 




- 


'( ' 



















1 rPONT VI Ei^ 


SIDE ' 




1 1 ' ' 


1 II 'l II II II 1 


\3LWIN0 TABLE 




1 1 

1 1 

^1 L 


1 1 
1 1 

1 1 


1 1 ' 1 1 1 1 11 1 ' ' 
1 1 1 1 1 Mil III 
1 1 1 1 1 1 1 1 1 III 

1 U \-X L 1 LI L 1 Xi 









PLAN 



Figure 35. By courtesy of Federal Board for A^ocational Education. 

(See page 65.) 



[ID 



—57- 

'^1 W 




F 



Ironing &oar.d 




JiDt Elevation End £lEvation 

Jtatiojsary Ironing 5oapj.d 

Ficmre 36. 




C^jf Fob Cook^iNG Oq Jawing Cl A33 
Figure 37. 



-58— 



m: 



M 



Figure 38. 



b== 



r- 




Q^" 



u 



WaR.DR.O£>L pOR. CLOT-HlfSG LAbORATQRY - 6T0R-E. ROOM 

Nott-: Thia caie has r.-vovoblc ihdvea una "Koa <or Coa? ><<»ncv,<i. 

Fijmre 39. 



W 



—69- 




5TOGAv6e Cash 



cnd View 



5ecti oh 



Figure 40. For clothing laboratory or connecting storeroom. Also 
convenient for supplies for home nursing. 



—60— 



IV. The Home Nuksing Laboratoey 



Child care, home nursing, and household management cannot be 
taught in any one room. For the teaching of these home making ac- 
tivities, the rooms already described will be nsed, but in addition it is 
advisable to have a bedroom and a bathroom. For convenience these 
rooms have been designated as the home nursing laboratory. 

The furnishings should be the same as any sensibly furnished bed- 
room. A hospital bed may be substituted for ordinary beds, in which 
case the hospital bed may be used for all purposes. This room is a 
classroom merely and is not to be occupied in the usual sense that a 
bedroom is occupied. It should, however, be a service station for the 
school as a rest and first aid room. In small schools where no other 
provision is made, it will be of use for medical inspection of the children. 

Not only will it be an advantage to the school to have a home nursing 
laboratory, but it will be an advantage to the home nursing classes to 
assist with the patients. 

It is not absolutely necessary to have a separate laboratory in order 
to teach home nursing. Portable equipment may be used in the clothing 
laboratory and stored in a closet when not in use. There is danger 
that such instruction will be formal and theoretical, not giving enough 
simple practice in practical nursing procedure. 

The following is a list of equipment required for accredited courses 
in home nursing. 



1 bacteriologit-al chart. 

1 W. E. foot tub. 

1 ice cap. 

1 pair bandage scissors. 

1 pus basin. 

1 8-oz. glass funnel. 

1 No. 4 Davol "l-i" invalid rin<r. 

1 nursing bottle littings — Xo. 118.5 

Waree. 
4 Xo-Xeck nursing bottles comp. 
1 Bent-Xeck nursing bottle, 8 oz., 

graduated. 
1 radiant hot water bottle 2-qt. 
1 Davol Xo. 902 face bottle. 
1 white enamel "Ideal" bed pni. 
1 No. 515 white cliina feedinji (up. 
1 No. 115 white enamel sputum cup. 
1 glass eye cup. 
1 2-qt. white enaincl irrigator pan 

comp. 
1 Ware's medicine dropper. 
1 No. 93 Mizpah eye dropper. 
1 No. 2011 l(5-oz. single scale graduate. 
1 piece i-inch white tubing, 4 ft. 



tag, 1 min., clinical thermometer. 

rectal fever clinical thermometer. 

No. 512 hard rubber syringe. 

bar and ulcer syringe — Tyrian. 

Bent medicine tube. 

gray enamel wash basin. 

gray enamel soap dish. 

gray enamel kettle with cover. 

gray enamel funnel Xo. 92. 

gray enamel pitcher — quart. 

gray enamel pitclier — quart and half. 

gray enamel pie i)ans. 

hand brush. 

hair brush. 

hair coml). 

very soft hair l)rush. 

fine comb in set — baby. 

Steriio outfit. 

toothbrush. 

gray enamel teakettle. 

wire basket for nursing bottles. 

Xo. 1 dairy thermometer. 

rectal tube. 

bottle brush 



—61— 



Other Needed Equipment in Home Nursing Strongly Eecommended 

(Not Eequired). 



1 (or 2) Chase hospital baby. 

(This may bo usod in donionstrating 
the baby bath and other purposes.) 

2 hosi:)ital beds with mattresses. 

4 pieces flannel, each 1 yard square, 

for hot applications. 
4 pieces of old lineii, 18 inches square, 

for cold applications. 
1 bucket. 
4 bed blocks. 
4 wash cloths. 
Bed linen for each bed : 

2 pillow cases. 

2 sheets. 

1 linen draw sheet. 

1 rubber draw sheet. 



2 pillows. 

1 mattress and cover. 

1 bedspread. 
Invalid tray and dishes (most of these 
are available from food labora- 
tory) : 

1 soup bowl. 

1 large plate. 

1 small plate. 

1 cup and saucer. 

1 glass. 

1 individual cream and sugar. 

1 individual salt and pepper. 
Silver and linen. 
2 more thermometers (mouth). 



DRUGS AND SUPPLIES 



Alcohol. 

Boric acid solutions. 

Lysol solution. 

Olive oil or lard. 

Witch hazel. 

Liquid soap. 

Castile soap. 

Talcum powder. 

Flax seed. 

Mustard. 

Iodine. 

Flour. 

Liniments. 



Turpentine. 

Sterile cord dressing. 

Toothpicks for swabs 

Nail file. 

Orange wood sticks. 

Absorbent cotton. 

Oiled muslin. 

Bandage. 

Forceps. 

Bowl. 

Needle and thread. 

Thimble. 



DIRECTIONS FOR MAKING FOOT BOARD TO SUPPORT A PATIENT WHEN 

SITTING UP IN BED 

Get a i-inch board about 6 inches wide, the length of the board to equal the 
width of the bed. Bore a hole in each corner of the ends of the board, carry- 
ing a fine rope through this to be tied to the head of the bed. The board should 
be padded with several thicknesses of cotton and this covered with old linen. 
It will be adjusted by the ropes and will accommodate the patient as a sup- 
port for the feet, and prevent slipping down in the bed. 



ADDRESSES 

American Red Cross, Equitable Building, St. Louis, Mo. 

The Chase Hospital doll may be obtained from M. L. Chase, Pawtucket, R. I. 
This doll may be used in demonstrating the baby bath and other purposes. 

Smith and Davis Manufacturing Co., St. Louis, Mo. — Hospital bed. 

American Red Cross, Equitable Building, St. Louis, Mo. — Information, equip- 
ment, and a booklet illustrating "Elementary Nursing Technique," price 25c. 



—62— 

EQUIPMENT FOE VOCATIONAL HOME MAKING DEPART- 
MENTS IN HIGH SCHOOLS 

The suggestions and requirements given on equipment elsewhere in 
this bulletin are satisfactory for vocational schools. The preferred 
floor plan is the bungalow, including provision for home nursing and 
laundry instruction. The related work required in the vocational pro- 
gram can, for the most part, be taught either in the home making 
laboratories or in other classrooms and laboratories of the school. 

The basement location for home making laboratories is not accept- 
able for vocational schools. School buildings built after 1922 will not 
be accepted at all for vocational departments if home making labora- 
tories are in basement rooms. In other schools, if the home making 
laboratories are in the basement or are otherwise inadequate, the policy 
will be to encourage the construction of a bungalow for the work. 

Since many schools are not adequately equipped for physiology, and 
since physiology, hygiene and sanitation, as outlined in Bulletin 114, 
may be offered as a related subject under conditions specified in the 
State Plan for Vocational Education, the required apparatus and sup- 
plies for teaching an accredited course in physiology are quoted here.. 

APPARATUS AND SUPPLIES USED IN TEACHING PHYSIOLOGY, HYGIENE 

AND SANITATION 

(Especially Eelated to Home Economics.) 

Minimum. Minimum. 

Charts of the Human Body. 6 Erlenmeyer flasks. 

Such as: W. and A. K. Johnson — Porcelain evaporating dishes — one for 

from A. J. Nystrom & Co., each two students. 

Chicago. 8 Petri dishes. 

W. M. Welch & Co., Chicago. 2 glass funnels. 

S. E. Knott. 1 package filter paper. 

Models. Matches. 

Air passages. Osmosis apparatus (thistle tube, 

Heart. parchment paper, rubber bands). 

Lungs. Sneller's test cards (for eye). 

Walls of small intestines— Villi. REAGENTS AND OTHER PER- 

^'"''^»"- MANENT SUPPLIES, 

■^^j.' Note: One 8-oz. bottle of each 

1 microscope, compound, two objec- ^'^^'^ reagent will be sufficient. 

tives, two eye pieces (one lOx). Iodine solution (K. I. + I.). 

Abbe condenser. Nitric acid— concentrated. 

1 magnifier. Nitric acid — dilute. 

Slides^ — 1 box. Sulphuric acid — concentrated. 

Cover glasses — 1 box. Sulphuric acid — dilute. 

Medicine droppers — 1 box. Hydrochloric acid — concentrated. 

1 cylindrical graduate, 25 c.c. Ammonium hydroxide — concentrated. 

Glass tubing (medium), 6 feet. Sodium hydroxide — concentrated. 

1 dissecting set. Copper sulphate. 

6 doz. test tubes (6-inch). Fehling's solution. 

Alcohol lamps (one for each two stu- Chloroform. 

dents), or Sodium oxalate. 

Bunsen burners, if gas is available. Litmus paper (red and blue). 

Test tube — rack — (one for each two Pepsin — 1 ounce. 

students). (Capacity, 6 test tubes). Pancreatin — 1 ounce. 

1 tripod. Rennin — 1 ounce (Junket tablets) . 

1 wire gauze. 10 yards cheesecloth. 

Beakers (250 c.c.) — two per student. Agar medium. 



-63- 



PEESH SUPPLIES TO BE PEOCUKED LOCALLY DUEING THE COURSE 



Common foods in 100 calorie portions. 
Sugar. 



Connective tissue. 

Muscle. 

Blood, 



Yeast, fresh. 

Starch. 

Eggs. 

Milk. 

Tadpoles. 

Heart (beef). 

Kidney (beef). 

Bones. 

•Gland (pancreas) 

Lungs (chicken). 



Additions for Good Standard Equipment (Not Required, But Strongly 

Recommended). 

(See Laboratory Manual of Physiology, by Hartman, World Book Co.. 

pages 135-144). 



More models of parts of body. 

A compound microscope for each six 

students. 
1 magnifier for each two students. 
Test tube clamps (1 for each student). 
1 scapula and 2 dissecting needles for 

each student. 
1 set of slides, such as furnished by 

T. E. Knott & Co. 



Physiology set, $12.00; bacteriology 

set, $7.00. 
Harvard trip balance. 
Artificial eye (Harvard Appliance 

Co.). 
2 chemical thermometers. 
8 oz. ammonium oxalate. 
8 oz. ammonium carbonate. 
8 oz. ammonium thiocyanate. 
8 oz. ammonium molybdate. 



ADDRESSES FOE LABOEATOEY SUPPLIES 

Bausch & Lomb Optical Co.. Rochester, N. Y. — Microscopes, apparatus, slides 
and chemicals. 

Spencer Lens Co., Buffalo, N. Y. — Microscopes, apparatus, slides, chemicals. 

Central Scientific Co., 345 West Michigan Avenue, Chicago — Apparatus and 
chemicals. 

L. E. Knott Apparatus Co., Harcourt Street, Boston, Mass. — Apparatus, slides, 
models. 

Kry, Scheerer Co., 225 Fourth Avenue, New York City. — Apparatus, slides, 
models. 

Standard Scientific Co.. 186-192 West Fourth Street, New York City.— Appa- 
ratus and chemicals. 

Note. — The following Texas firms can furnish you with all the re- 
agents, including agar prepared in tubes for plating: 



Southern Drug Co., Houston. 
Houston Drug Co., Houston. 
San Antonio Drug Co.. San Antonio. 
Texas Drug Co., Dallas. 



Crowdus Drug Co., Dallas. 

Brenham Drug Co., Waco, or direct 

from 
Digestive Ferments Co., Detroit, Mich. 



—64— 

EXTRACTS FEOM BULLETIN BY FEDERAL BOARD FOR 
VOCATIONAL EDUCATION 

Plant and Equipment foe Vocational Classes in Home 

Economics 

acknowledgment 

As this bulletin was ready for press, a similar bulletin was received 
from the Federal Board for Vocational Education. Realizing that it 
offers much valuable help on equipment we have requested the privi- 
lege of publishing excerpts from this bulletin in order that Texas 
schools may have the benefit of these excellent suggestions. 

The following material has been made available through the cour- 
tesy of the Federal Board for Vocational Education and Miss Anna E. 
Richardson, Chief, ■ Home Economics Education Service. 

Figures 22, 23, and 35 are from drawings in this same bulletin and 
are available through the courtesy of the Federal Board for Vocational 
Education. 

HEIGHT op working SURFACES 

The height of working surfaces should be determined by the average 
height of the pupils. In all cases heights should be arranged so that 
the position of the worker will insure a straight back and good poise 
of body in order to save fatigue. The following standard heights are 
recommended for sinks of 4^ inches depth : 

Height of pupil 5' 2" 5' 4" 5' 6" 

Height of sink .32" 35" 38" 

It will be found necessary to place shallow sinks a little higher. 
The working level of table tops should be higher for standing than 
sitting. 

Height of table for sitting 

Height of pupil 5' 2" 5' 4" 5' 6" 

27" 28^" 31" 

Height of table st-anding 
5' 2" 5' 4" 5' 6" 
33" 35" 38" 

A kitchen table should be selected for the right standing height and 
a high stool be provided for sitting. 

The heights for ironing boards need to be at least two inches lower 
than the table. Arrangement can be made to adjust one board to sev- 
eral different heights. 

Height of wash tub is reckoned from the top of the tub. 



Height of pupil 


5' 2" 


5' 4" 


5' 6 


Height of tub 


34" 


36" 


38 



THE LAUNDRY AND ITS EQUIPMENT 

The equipment essential for instimction in laundry work includes 
tubs (preferably stationary tubs), a wringer, a hand-power washing 
machine, a power washing machine of the type suited to the power 



—65— 

available in the community, irons, ironing boards and small supplies. 
If the drain boards of the school kitchen sink are hinged, and a sep- 
arate space for laundry cannot be provided, stationary tubs may be 
placed in the kitchen, under the drain boards and connected with the 
main drain. By such an arrangement the drain boards can easily be 
raised when the tubs are in use. 

A room 8' 6"xl4' 0" with one large window is an adequate room 
for a laundry. The equipment is recommended as follows : 

(a) Tubs. Three stationaiy tubs of any material that is smooth, 
easily cleaned and non-absorbing; the selection is a matter of price. 
The top of the tub should be placed 36 inches from the floor. 

(b) Laundry Stove. The kind of stove selected should depend 
upon the common fuel used in the community. It needs to be large 
enough to hold a boiler and should be placed low so as to avoid un- 
necessary lifting. The top of the boiler should be a little above the 
top of the tubs. 

(c) Ironing Boards. Ironing boards 56 inches long and 14 inches 
wide should be placed at different heights, 31 inches, 33 inches, and 36 
inches, to accommodate the different sized pupils. They may be hinged 
so that when not in use they can be hooked up to the wall. 

(d) Table. Below the ironing boards may be hung a drop leaf 
table which can be used for sorting and sprinkling clothes. Obviously 
this can only be used when boards are not in use and must be dropped 
when ironing is to be done. The top should be fine grained light wood 
free from resin and unvarnished. 

(e) Drier. Attached to the ceiling and raised or lowered by a 
pulley may be a clothes drier which can be purchased ready to hang. 

(f) Storage. One closet in the laundry room 3' 4" long and 1' 6" 
wide may be used to store laundry supplies and also clothing supplies 
if such space is needed. 

SEWING TABLES 

In choosing tables for sewing purposes, it is necessary to draw largely 
on a stock of common sense. An elaborate highly polished table of 
many drawers may be a thing of beauty, but it does not mean real 
service. What the person doing "garment construction" needs in a 
table is working space on which to cut, a comfortable height, a top 
which will stand hard usage of scissors, pins, etc., drawer storage which 
is not put in at the sacrifice of knee room, length of table rather than 
width, and the table 'so placed that the light falls over the left shoulder. 
These tables will have to be made. 

Tables conforming to the description are as follows : 
Tables 13'x6" long and 2' 0" wide which should be built at heights 
2' 3", 2' 4V', and 2' 6-J", respectively, to provide for the varying 
heights of the students. Four drawers are placed in each table with 
2' 0" space between them. The drawers when not in use are kept in 
the locker compartments found on south side of the room. (See figure 
22.) When the same table and seating space are used by two or more 



—66— 

groups of pupils, drawers aud locker space sufficient to accommodate each 
pupil is provided, and in this way the necessity for emptying the sewing 
drawers at the end of eacli period in order to provide drawer space for the 
next group is avoided. The table tops should be of hard, fine grained, un- 
finished wood. An illustration of these tables is shown in detail draw- 
ing, figure No. 35. A cutting table 10' 0" long and 3' 0" wide may 
be hung on the one wall of the clothing laboratory under the window 
built so that it may be dropped down when not in use. This cutting 
table should be of the same material as the other table tops. 

UNIT KITCHENS 

The room used for food study and preparation must provide for in- 
dividual work, for group work, and for group instruction and recita- 
tion, as separate periods for laboratory and recitations are not de- 
sirable. Two types of equipment designed to provide these facilities 
are the unit kitchen and the unit desk equipment. In the unit kitchen 
the floor space is divided by low partitions or by a group arrangement 
of the equipment into small kitchens or units equipped as average 
sized family kitchens, in which two to four students work. 

If the room to be used for cooking is 30' 0" long and 23' 0" wide 
(see figures 22 and 33) it may be divided into four unit kitchens sep- 
arated by light partitions 5' 0" high, a railing, or separated by no par- 
tition depending only upon the placement of the equipment to mark 
the division line. 

1. Unit kitchen No. 1 has a stove, a sink and drain board on two 
sides. Below the drain boards are cabinets with cases, bins and a bread 
board. For illustration see figure 23A. On north wall is a hinged 
table. If extra storage is desired this space can he used for supply 
lockers. 

See figures 23A and 33. 

2. Unit kitchen No. 2 has a sink with one drain board without 
cases or shelves below, a stove, and a built-in kitchen cabinet. 

See figures 23B and 33. 

3. Unit kitchen No. 3 has a built-in cabinet, a stove and a sink 
with no drain boards and cases below. 

See figures 23C and 33. 

4. Unit kitchen No. 4 has a stove, a table, a sink and two drain 
boards with cases above and bins, drawers and cases below, a table and 
a wood or coal range. (Not shown in drawings.) 

ADDEESSES 

I. Furniture 

Monroe Benbrook & Co., 507 South Dearborn Street, Chicago, make 
furniture to order to special designs. School laboratories a specialty. 

Houston Show Case Co., Houston, Texas, make furniture to order. 

The Hub Furniture Co., Fort Worth, Texas, make furniture to order. 

Wiese Laboratory Furniture Co., Manitowoc, Wis., furniture ready 
built and to order. Texas Eepresentative, W. C. Hixson, 1610 Bryan 
Street, Dallas, Texas. 



—67— 

E. H. Sheldon & Co., Muskegon, Mich., ready built laboratory fur- 
niture. 

Kewaunee Manufacturing Co., Kewaunee, Wis., ready built labora- 
tory furniture. Texas representatives, Bickley Brothers, 305 Foster 
Building, 719 Main Street, Houston, Texas. 

Leonard Peterson & Co., 1223-34 Fullerton Avenue, Chicago, ready 
built or made to order furniture (also kitchen utensils). 

Mutschler Brothers, Nappanee, Ind., kitchen tables. 

Sellers Kitchen Cabinet Co., Elwood, Ind., makers of a kitchen cab- 
inet in white, top of white porcelain enamel, well adapted to food lab- 
oratory as students' tables ; also a small kitchen cabinet for unit kitchens. 

Enamel Products Co., Eddy Eoad and Taft Avenue, Cleveland, Ohio, 
white porcelain table tops. These are desirable for schools having tables 
built to special design. 

Sani-Products Co., 209 West Eandolph Street, Chicago, manufac- 
turers of white glass tops for tables. 

Columbia School Supply Co., Indianapolis, Ind., steel enameled desks. 

Vitrolite Company, Parkersburg, W. Va., makers of table tops 
(white). 

II. Kitchen Utensils 

E. A. Fife Corporation, 70 Fifth Avenue, New York City, kitchen 
utensils in standard laboratory sizes and sets. Send for catalogue. 

Huey & Philp, Dallas, Texas. 

Bering Hardware Co., Houston, Texas. 

Bering & Cortez, Houston, Texas. 

Newton & Weller, San Antonio, Texas. 

Lewis & Congor, Forty-fifth Street and Sixth Avenue, New York 
City. 

Any local hardware dealer can order utensils, etc. 

III. Sinks. 

Standard Sanitary Manufacturing Co., Pittsburg, Pa. Branch offices, 
Dallas, Houston, and San Antonio. 

IV. Address for Clothing Equipment 

Singer Sewing j\rachine Co., 1305 Main Street, Dallas, Texas. 

Liberty Paper Co., 52 Vanderbilt Avenue, New York City, will send 
all supplies (except stand) necessary for a dress form, with directions 
for making. Price, $1.00. State bust size. 

Mirrors 

Pittsburg Elate Glass Co., Houston and Dallas, will furnish mirrors 
any size for framing. 

Bias cutter — any Singer office. 

Tucking machine, $9.00 — Durbrew & Hearne, New York City. 

Velvet pressing board, 2 sizes, $1.00, $7.50— Lightenburg Brothers 
& Co., New York. 



—68— 

Dress Forms and Stands 

Sanger Brotliers, Dallas, or Hall-Barchcrt Dress Form Co., Chicago. 
James F. Dunn, 1265-69 Broadway, New York City. 

Skirt Gauge 

Victor H. Canhani, Forrest Avenue, Buffalo, N. Y. 

Machine Belt Cutter for adjusting the machine belt, G. B. Smith, 
2168 Amsterdam Avenue, New York City. 

V. Electric Equipment 
Electric Dish ^Y ashing Machines 

G. S. Blakeslee & Co., Cicero, 111. 

Western Electric dishwasher and kitchen table — any Western Elec- 
tric agent. 

Washing Machines 

Home Devices Corporation, 11 East Forty-second Street, New York 
City. 

A^acuum Electric Washer, Syracuse Washing Machine Corporation, 
Syracuse, N. Y. 

Home Electric Power Machine, Dana Manufacturing Co., Cincinnati, 
Ohio. 

Federal Electric Washer, Federal Electric Washer Co., Chicago. 

Western Electric Company, 

Laun-Dry-Ette Sales Co., 46 West Forty-sixth Street, New York City, 
combination washer and wringer. 

Other Devices 

Hot Water Heater — Humphrey Co., Kalamazoo, Mich. (gas). 

Coal or Wood Heater. 

Gas ranges in standard or small sizes: 

Quick Meal — American Stove Co., 825 Chautcau Avenue, St. Louis, 
Mo. 

Vulcan— Wm. IM. Crane Co., 16-18-20 West Thirtv-second St., New 
York City. 

Oriole — Baltimore Gas Appliance Co., Bayard and Hamburg Co., 
Baltimore, ]\fd. 

Estate — Estate Stove Co., Hamilton, Ohio. 

Detroit Jewel — Detroit Stove Works, Detroit, ]\Iieh. 

Clark Jewel — George M. Clark Co., Division American Stove Co., 
179 North Michigan Avenue, Chicago, 111. 

Reliable — American Stove Co., Cleveland, Ohio. 

Eclipse — George Roper Corporation, Rock ford. Til. 



—69— 

THE ITEM OF COST IN FOOD STUDY 

What to do with the food prepared in food classes has always been 
a problem fof home economics teachers. This problem has grown 
in intensity as the program has changed from one laboratory period 
per week to five, and as minute quantities have given way to family 
sized quantities. Food prices have also increased, making the problem 
more acute. 

The most logical way to solve both the problem of more practical 
work for the girls through family quantity cookery and of less expense 
to the school, is for the cookery class to be partially self-supporting by 
selling some of its products. There are several ways of disposing of 
the food— teachers' lunch, school lunch room, special sales, selling meals 
to one person for a party of guests, or to individuals. 

Under no circumstances is it advisable for the cookery classes to 
liave entire responsibility for the teachers' lunch or the school lunch. 
Such an arrangement is an exploitation of the students, is without edu- 
cational value itself after a period, and consumes so much time that 
little or no subject matter is covered. The ideal relationship between 
a cookery class and a lunch room insures a market in the lunch room 
for all quantity products of the cookery class without entailing on the 
class any obligation to contract to deliver certain amounts of food each 
day. The lunch room menus are constructed according to what the 
cookery classes can furnish. 

The legitimate uses of the lunch room by the cookery class are: 
disposing of the food prepared by the class, training the older girls in 
management involving menu making, and marketing. The school lunch 
offers" good projects for the dietetics class in menu planning, and in 
educating the school children to select proper food, besides furnishing 
a market for the products of the cookery class. 

In the small town where there is no lunch room food sales may be 
held or meals may be sold. The following item is from the News 
Bulletin of Pennsylvania Society for Vocational Education, June, 1921. 
Many schools in Texas did similar things last year. 

"a self-supporting depaetment of cookery 

"The school kitchens in the DuBois High School are equipped on 
the unit plan. In order to approximate home conditions to a greater 
extent the girls prepare all foods in quantities sufficient for a family 
of five and the products are sold. There is never any difficulty in 
disposing of the food to friends of the girls and the school, many of 
whom have standing orders for certain dishes, even though no foods 
are cooked simply because someone would like them. A course of 
study is followed so that each girl will learn the essential principles 
and processes and will not be required to repeat processes after she has 
acquired skill in them merely because the food is in demand. When 
the lesson consists of the preparation of a meal, that meal is served to 
paying guests and the girl who prepared it also receives her share. 
Often one patron will buy the whole meal and entertain her friends. 
When the lesson consists of type dishes each girl receives a portion 
large enough for an intelligent judgment of her product. Part of the 



—70— 

products of the canning and preserving lessons are retained for use in 
the meals. 

"All money which is collected is handled by the girls, is deposited in 
the bank, and is checked out by them to pay for supplies. These are 
bought at wliolesale whenever it is practicable. The girls do most of 
the buying and calculate the cost of all the products at retail prices. 
These are sold at cost unless the product has required unusual time and 
skill to prepare. In such cases a reasonable amount is added for this 
extra labor. Many citizens are so interested in the department that 
they often contribute foods such as vegetables, poultry, eggs, and oys- 
ters. By means of these contributions and the income from extra labor 
the department is able to accumulate enough surplus to give a ban- 
quet eacli year to the members of the Board of Education, the Super- 
intendent, and the Principal, and their wives, and to serve refreshments 
at the annual department exhibit. 

"This plan for conducting the work in foods and cookery has a num- 
ber of advantages. The educational value is great for the following 
reasons : 

"1. Quantities of food and working conditions are similar to those 
in the home. 

"2. There is a chance for the development of initiative and a sense 
of responsibility, both of which greatly increase the interest in the work. 
A girl feels more responsibility for a product which is to be consumed 
by someone else. 

"3. The girls learn to market, handle money, and perform the 
simple operations of banking. 

"4. They develop in personal effectiveness through contact with the 
patrons of their department. 

"An additional advantage to the girls is that they are not receiving 
unnecessaiy food at inopportune times which is likely to be detrimental 
to tlieir health. The school also reaps benefits from this plan in the 
favorable sentiment which is created in the community and the de- 
creased cost to the tax payers." 

BIBLIOGEAPHY 

School Architecture — John J. Donovan; Macmillan & Co. 

Especially Chapter XXIII — Agnes Fae Morgan. 

Chapter VIII, Section IV — Anna E. Eichardson. 

Equipment for Teaching Domestic Science — Kinne. 

Cooking in the Vocational Schools as Training for Home Making — 
TTniied States Bureau of Education, 1915— No. 1, Whole Number 625. 

Education for the Home — Benjamin II. Andrews — United States 
Bureau of Education. Bulletin 36, 1914, Part I. 

Score Card for City School Buildings — Strayer and Engelhardt — 
Teachers' College Bulletin, Eleventh Series No. 10. 

Score Card for Villages and Eural School Buildings of Four Teach- 
ers or Less — Strayer and Engelhardt — Teachers' College Bulletin, 
Eleventh Series No. 9. 

Eemodeling the School Kitchen — Goodspeed — Bulletin from State 
Department of Education, Madison, Wis. 

The Straver, Engelhardt and Hart School Housing Series, Archi- 



—71— 

tect's Forms. Publishers, C. F. Williams & Son, Inc., 36 Beaver Street, 
Albany, N. Y. 

Catalogues of Manufacturers of Furniture, Sinks, Table Tops, etc. 
See list of addresses. 

Misc. 325 — Federal Board for Vocational Education, 200 New Jer- 
sey Avenue N. W., Washington, D. C. The Plant and Equipment for 
Vocational Classes in Home Economics. 

Note. — Little has been written on the subject, therefore much of the 
material for this bulletin is from observation of home economics equip- 
ment and from discussion of such equipment with teachers, merchants, 
and manufacturers. 



659 



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